How an Early Awareness Program Fits Under Financial Aid Presented by: Joan Holleran and Lisa Schroeder Kutztown University of PA.

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Presentation on theme: "How an Early Awareness Program Fits Under Financial Aid Presented by: Joan Holleran and Lisa Schroeder Kutztown University of PA."— Presentation transcript:

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How an Early Awareness Program Fits Under Financial Aid Presented by: Joan Holleran and Lisa Schroeder Kutztown University of PA

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A Look at Philosophy and Mission Institutional: Kutztown is an “access” institution for the citizens of the Commonwealth and is “committed to collaborations that encourage the development of citizens who contribute to a global economy.” NASFAA, PASFAA: “…promote and encourage programs which remove financial barriers to student enrollment and retention, ensuring that any qualified student who desires to pursue an education can obtain sufficient resources to do so.” 2

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The “Who, What, When, Where, How” Planning is half the battle. The few existing early awareness programs focus mostly on middle/jr high Don’t need to reinvent the wheel, but you might need to build the rest of the car. Cheap is good, free is better.

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The “What” Goal of your program? –Increase awareness about benefits of going to college in general? –Increase awareness of your institution? –Increase awareness of a specific criteria or increase a particular population at your school? 5

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The “When” One time or ongoing program? Grade level? Our program – one school year in length –Separate monthly sessions with students and after school monthly sessions with parents along with two whole school day visits to KU 6

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The “Where” Come to you or you go to them? Convenience drives attendance We go to elementary school for student program during school day and for parent program after school They come to our campus twice a year for whole school day 7

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The “How” Content of program? Length of program? Format of program? How much of a budget do you have? Support of administration? Level of participation from your office and others? 8

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What the Research Says College enrollment decisions are influenced by: –Socioeconomic status –Educational expectations –Academic preparation and achievement –Parental support and encouragement –Encouragement from counselors, teachers and peers –Knowledge about college costs and financial aid but NOT by how much financial aid 9

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What the Research Says Increasing college access and the potential for success for underrepresented groups requires students to be academically, socially, and psychologically prepared. 10

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Who goes to college and who graduates? Of 1972, 1980, and 1992 h.s. graduates: – Only 1 in 5 from the lowest socioeconomic quartile enrolled in a 4-year institution, compared with 2 in 3 from the highest quartile. –More than 40% of the most advantaged students received a bachelor’s degree or higher within 5 years, compared with only 6% of the least advantaged group. –Whites (27%) were more likely to receive a bachelor’s degree than African-American (17%) and Latino (18%). 11

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Who goes to college and who graduates? Most powerful variables that influence who enters and who succeeds in college are aspiration and academic preparation. –The die is cast by eighth grade. (USDE) –Students without strong math and reading skills by eighth grade are less likely to acquire them in high school and are less likely to go to college. –Students who take more rigorous math courses are more likely to go onto college. 12

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Who goes to college and who graduates? On average, today’s African- American and Latino students are four years behind white students by the time they reach 12 th grade. “Who finishes a bachelor’s degree and why is always the same - those who were the best prepared, regardless of race, regardless of financial aid.” (Adelman, 1997) 13

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Who goes to college and who graduates? The higher the level of education expected, the more likely that the aspirations will be realized. –Students whose parents have higher expectations for them to go to college are more likely to enroll. –Low expectations become self-fulfilling prophecies. (“I’m not college material. College is not for people like us.”) 14

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High School Drop Out In low socioeconomic families with modest education and skills, choosing to stay in school – even to high school graduation – is not always a realistic expectation. Immediate need for children to help support family outweighs long-term benefit of college degree and higher earnings potential. Compounded by teen pregnancy, school violence, lack of positive role models 15

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“Recipe” for getting to college requires: One-to-one relationships, mentorship Intervention – one arm around one child – especially for those without appropriate role models. But… one arm around one child may not be enough – rather it may take four or five arms around one child to help break the barriers. 16

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Stumbling Blocks of Less Informed Parents: Less English language skills (biggest obstacle) Less education Work history of lower skilled jobs Less understanding of value of higher education in today’s economy Don’t see themselves or their families as integral players in today’s high-tech job market. 17

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“Even if we can get in, how can we afford it?” Federal and state programs focus on reducing economic hurdles but… Application process is filled with confusing forms and language barriers Knowledge of financial aid based on assumptions and secondhand information Tend to overestimate college costs, afraid of student loans Learning about aid and not the amount of aid makes the difference 18

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A Successful Outreach Program: Establishes college attendance as a goal Arranges college visits Promotes rigorous academic courses Involves parents Begins no later than the eighth grade Pays attention to cultural backgrounds Makes long-term investments rather than short-term intervention Provides a key person or mentor 19

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Lauer’s Park Elementary School One of 14 13 elementary schools in Reading Serves K-5 th grade Primarily low socioeconomic and minority In one year, over 1200 kids move in and out Three of city’s emergency shelters are within school’s borders 95-97% of children qualify for free/reduced lunch Relationship with Kutztown University already established 20

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“College Can Be a Reality” Recruit parents – 5 th grade parents invited for evening meeting at elementary school early September Recruit students – 15 minute visit to all 5 th grade classrooms, send home brochure, invitation, and application to participate 30+ 5 th graders selected by elem school 23

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““ College Can Be a Reality” Mandatory student/parent kickoff meeting end of September Monthly 1 hour session for students during “specials” time in school day, Oct-April Monthly after school parent session 4-5 p.m. at elem school 2 student/parent visits to KU campus 24

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“College Can Be a Reality” Student session concepts: –Value of a mentor –Self esteem –Career awareness - what you like/are good at –Long/short term goal setting –How college can help you + types of colleges –Challenge yourself academically –How to get help to pay for college 25

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“College Can Be a Reality” Parent sessions: –Academic success starts at home – parent involvement critical in middle and high school –Setting academic expectations for high school –Co-curricular involvement, community service –Benefits of being a college graduate –Career choices and college options –Financial aid solutions 26

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“College Can Be a Reality” Parent session tips: –Bilingual KU staff member translates for parents with limited English skills –Critical that parents feel engaged – acknowledge the positives –Hands-on small group activities encourage participation –Ask open-ended questions –Use parents with college experience as resources 29

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“College Can Be a Reality” College campus visit tips: –Pull motivational speakers from your campus community –Some profs will gladly help, others nothing –Ask coaches to stress academics with sports –Giveaways - ask for leftovers, last year’s –Parents want to hear actual college students talk about their college experience 30

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The Next Level –Research says that success requires maintaining connection –One year program “plants a seed” –Goal is to stay connected with students through high school but… –Limitations – time, staffing, funding 32

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Final Thoughts “A teacher affects eternity. He can never tell where his influence stops.” Henry Brooks Adams American writer (1838-1918) 33